| 초록 |
Kim, Jeonga. (2024). A pilot study of the influence of English grammar learners future-self-guides and engagement on their willingness to communicate and intended efforts. The Linguistic Association of Korea Journal, 32(2), 23-47. This pilot study explores how different future self-guides (ideal L2 self and ought-to L2 selves) and engagement types (social, cognitive, and affective) influence EFL learners' willingness to communicate in English (L2 WTC) and intended learning efforts in an English grammar course. Multiple regression analysis examined the effects on WTC in two spatial settings (small group and classroom) and efforts across present and future. The findings revealed that the ideal L2 self increases WTC in the classroom setting but has no impacts on future efforts. In contrast, the ought-to L2 self: own influences future efforts. Interestingly, learners' sense of obligation, particularly built on parents' expectations (Ought-to L2 self: parents) had an impact on sustaining efforts (present and future) and WTC in a classroom setting. Engagement with enjoyment (not-bad type) and cognitive engagement emerged as key factors for stable effort across time. However, fun-and-interesting type engagement and social engagement positively impact WTC across settings and future efforts. These findings shed light on how educators can consider the influence of learners' L2 selves and engagement styles in shaping L2 WTC and efforts for different spatial and temporal contexts. |
